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Faced with the educational difficulties of a multicultural and often multilingual public, teaching staff are increasingly requesting school psychologists to intervene in the understanding of dysfunctions of knowledge acquisition processes. It is indeed essential, in the case of verbal conceptual and association impediments, to differentiate the cognitive mechanisms, the intra- and interpsychic movements, and the sociocultural facts stemming from primary and secondary belonging groups. The complementary dialogue between clinical observation methodology drawn from the group psychoanalysis approach, and the tripartite Disease-Illness-Sickness (DIS) model drawn from medical clinical anthropology (MCA) applied to school learning difficulties, provides the opportunity to construct clinical observation tools. On one hand, school psychologists can benefit from this cross-field methodology while helping the teaching staff to be more aware of culturally incorporated concepts and to integrate them into the process of collectively rethinking pedagogic remediation. On the other hand, analyzing the sociocultural determinants that influence the unconscious alliances between teachers, as well as the cultural countertransference of the psychologist, opens up reflection on the modalities of cultural decentering required to mediate between the various partners in the process of treating a child in difficulty. Five phases were identified in which we noted an alignment of determinants of Illness with the formation of defensive alliances, determinants of Sickness with the formation of offensive alliances, and determinants of Disease with the transformation of the latter into structuring alliances